我国中学教研组性质的实证研究———以北京市城区中学为例

Empirical Study on the Nature of Teaching and Research Group in Secondary Schools in China:A Case Study of Secondary Schools in the Urban Area of Beijing

教研组的性质不清一直影响教研组的工作定位和工作质量。近些年，中小学纷纷把教研组作为中小学教师的专业学习共同体加以建设，然而实际工作场景中的教研组性质定位直接影响教研组作为专业学习共同体的建设。对北京市城区的教师和教研组长进行调研，从教研组的工作内容、教研组的组织类型、组长的角色三方面研究中学教研组的实际性质，发现，当前北京市中学教研组还不是真正意义上的专业学习共同体。它繁杂的工作内容、多种的组织性质／内涵，以及组长多重的角色使之与专业学习共同体尚有相当的距离，尤其是普通校和一些主科教研组更为突出。这就要求教研组明确组织定位，厘清组织目标，净化工作内容，使之真正成为促进教师专业发展和学校教学改进的专业学习共同体。

The ambiguity in the nature of teaching and research group affects the goals and quality of its work.In recent years,many primary and secondary schools have constructed teaching and research group as a professional learning community for teachers.But the nature of teaching and research group in practice directly affects such construction.This research surveyed secondary school teachers and the leaders of teaching and research groups in urban area of Beijing and examined the nature of teaching and research groups in the aspects of work content,type of organization,and the role of group leader.The findings show that today’s teaching and research groups in secondary schools of Beijing are not pure professional learning community due to their multifarious work content,diversified nature or connotation of organization and the multi-role of group leaders.This is especially the case in ordinary schools and for some teaching and research groups of core subjects.This requires the clarification of the nature,goal and work content of the teaching and research group to make it a real professional learning community that can promote teachers’professional development and improve school teaching.